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978-1-107-48257-9 – Cambridge IGCSE® English as a Second Language

Peter Lucantoni
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UNIT 1: Focus on reading skills

2 Alone, then pairs or small groups

Unit introduction Again there are no right or wrong answers here.
Students work alone and add their own ideas to the
Each unit includes an introduction, explaining which
table, using the previous activity for help if necessary.
areas of the IGCSE E2L examination will be practised
When students have written down their ideas,
and which specific examination skills students need
get them to compare their lists in pairs, identifying
to develop in order to be successful. There is also
similarities and differences.
information on the content of each unit and the
In class feedback, encourage students to talk not
types of activities students will do.
only about their own ideas, but also their partner’s,
A useful way to start a unit is to ask students
to give them some practice in using the third person
to read the introduction, then to identify where
singular.
the various skills can be found. This will also
help students understand how each unit in the
Coursebook is put together and what they can DIFFERENTIATED ACTIVITY
expect from each section. For weaker students, reduce the number of ideas they
need to write – perhaps ask for just two or three. Or get
them to copy any ideas from Activity A1.
A Speaking and vocabulary For stronger students, ask them to write complete
(Coursebook page 7) sentences as in the Language Tip, rather than just notes.
1
1 Pairs or small groups
With this type of question, there are no right or
wrong answers and it is worth pointing this out to B Reading (Coursebook pages 8–11)
students. Encourage them to speculate, discuss
1 Pairs
their ideas and give reasons for their choices. Do
These pre-reading discussion questions are designed
not worry too much about language accuracy when
to get students thinking about how they read a
students write down their words or phrases, as this
text, and there are no right or wrong answers. The
may create a barrier to creativity. Use the question to
purpose is to encourage students to discuss in
promote discussion in English. You could offer help
English (as much as possible), and they should not
to students with derivatives of words, for example
be corrected if they make mistakes. During feedback,
relaxing – relax, relaxed, relaxation.
establish that when we read for pleasure, we often
When students have finished, gather class
read in a different way to when we are trying to
feedback. Again, remember that there are no right
find something quickly in a text (for example in an
or wrong answers, so encourage all your students to
examination situation).
participate – even the weaker ones.
POSSIBLE ANSWERS: having fun, playing sport,
meeting up with friends, surfing the Internet, etc.
TOP TIPS
Throughout the Coursebook, you will find Top Tips boxes.
LANGUAGE TIP The aim of these is to draw students’ attention to areas
Throughout the Coursebook, you will find Language Tip of the examination, or particular examination-taking skills,
boxes. The aim of these is to draw students’ attention to that are especially important. Top Tips boxes can be useful
areas of language (both vocabulary and grammar) that may for revision nearer to the examination and can be used
cause them problems. The tip on page 7 will help students by students to test each other on key areas. The first one
with Activity A2, so make sure you focus on it immediately on page 8 will provide more guidance and feedback to
after students have finished Activity A1. Activity B1.

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 Cambridge University Press
978-1-107-48257-9 – Cambridge IGCSE® English as a Second Language
Peter Lucantoni
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Cambridge IGCSE English as a Second Language
2 Alone
This exercise gives students an example of how
important skim reading is. Give students 10 seconds
to answer questions a and b.
ANSWERS: a six, b Datasource NewsFeed
3 Whole class
Get students to tell you how they found the answers
in the previous activity. Encourage them to be
specific about the reading skill/s they used.
4 Alone
Make sure students understand what the question is
asking for, so they know what they should be looking
for in the text (the % sign). They do not need to write
anything yet.
ANSWER: Datasource Trainer
5 Alone
The purpose of this activity is to show students that
they do not need to write long answers for this type
of question. While all the options a–e are correct, the
best answer here is probably d (Datasource Trainer),
because it is short and concise. No time would be
wasted in writing a long answer. Make sure students
understand that they simply need to include all
2 to give a reason for their choice. However, because of
the necessary information – which may only be
one or two words. Complete, full sentences are not
normally necessary.
TOP TIPS
The second Top Tip on page 8 reinforces the point about
students not having to write long answers for this type
of question. It also draws students’ attention to the
importance of including symbols or units of measurement
in their answers, if required.
6 Pairs
Before they begin this activity, remind students
not to write anything yet. Give them time to work
through the questions a–g, asking and answering.
7 Pairs
Working together, students write the answers to the
questions in Activity B6. Then they exchange their
answers with a different pair and check for similarities
and differences. During class feedback, you can
provide the answers if students have missed anything.
ANSWERS:
a three (Puzzle Finder, Trainer, Comic Fun)
b by signing-up to the Datasource loyalty scheme
c Puzzle Finder
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d a million
e three of (i) get a voucher for $5, (ii) 21-day money-
back, no-questions-asked guarantee, (iii) monthly
newsletter, (iv) membership card and number
f NewsFeed
g Comic Fun
DIFFERENTIATED ACTIVITY
For weaker students, tell them in which part of the text
they can find the answers to the questions.
For stronger students, get them to work alone when
they write their answers to Activity B6. If they finish
quickly, ask them to write two or three more questions
about the Datasource text, then give them to a partner
to answer.
8 Alone
Knowing where a text comes from can help students
to understand more about the layout and content.
Students quickly look at the text and then choose one
of the options in the box. There is no right or wrong
answer – the important thing is to encourage students
the internet address at the top of the text, hopefully
students will identify this as coming from a website.
9 Pairs
Students need to have an effective strategy for
approaching all types of examination questions, and
reading the question carefully before doing anything
else saves a lot of time.
ANSWER: b, d, c, a
10 Alone
You can follow a similar approach to Activities B6
and B7, but this time students work alone. They do
not need to write the answers to the questions yet,
but should identify and note down the key word/s in
each question.
SUGGESTED ANSWERS: different students may choose
different key words. They can check their choices when
they come to write their answers in Activity B11.
a Who
b When / next publication
c How many / sections
d maximum number / creative story
e angry
f Which section / how many words
g finished / do
h How long / title
i final box / not receive
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Cambridge University Press
978-1-107-48257-9 – Cambridge IGCSE® English as a Second Language
Peter Lucantoni
Excerpt
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Unit 1: Focus on reading skills

delightful (but) + simple + app, huge + number, next +

TOP TIPS purchase, monthly + digital + newsletter
The Top Tip on page 11 introduces students to the idea of You Write! text: amazing + online + webzine, next +
key words in questions. issue, funny (or) + serious + original + creative +
stories, interesting + person, unusual + place,
funny + pet, extreme + weather, inspired + writing,
11 Alone, then pairs new + cinema, local + team, recent + match, other +
Students write their answers in their notebooks. products, such + information
Remind them to keep their answers brief, but to
include all the information that the questions ask for. DIFFERENTIATED ACTIVITY
When they have finished, students discuss and check
their answers. Words in brackets below are optional; For weaker students, tell them to only look at one of the
words separated by / are alternative answers. two texts.
For stronger students, ask them to find more
ANSWERS:
examples. They could also work in pairs, with each
a teenagers (who want to share their writing)
student looking at only one text. They then tell each
b 31st July
other an adjective (without the noun) from their text, to
c four / 4
see if their partner can remember the noun. Then they
d 275
change roles.
e My Opinion
f My Poem
g complete and submit the form (electronically) 3 Alone, then pairs
h (maximum) five / 5 words Tell students to copy the table into their notebooks,
i information about other products then to fill in as many gaps as possible. Make sure
they understand that not all the gaps can be filled.
C Language focus: Adjective + When they have done as much as they can, pair them 3

noun (Coursebook page 12) up to check their answers. Allow them to use paper
or digital reference sources for help.
1 Alone ANSWERS:
Focus on the position of the adjective before the
noun in the examples. Point out that other languages Adjective Noun Adverb Verb
may use a different word order. Also mention that it amazing amazement amazingly amaze
is possible – and quite common – to have more than special speciality, specially specialise
one adjective. Then students complete the short specialisation,
definition about adjectives in part a. specialist
ANSWER: Adjectives are used to provide more incredible incredulity incredibly
information/details about nouns. In English, delightful delight delightfully delight
adjectives usually come before the noun. funny fun funnily
2 Alone, then pairs serious seriousness seriously
The purpose of this exercise is to encourage original origin, originator originally originate
students to notice language in context, so that creative creation, creator creatively create
they can focus on both form and meaning. Allocate
two to three minutes for students to skim the two 4 Alone, then pairs
texts (Datasource & You Write!) and to find at least Students choose at least five more adjectives from
three more examples. Then they can compare their the texts they have read and add them to their table.
answers with a partner. Then they add the corresponding noun, adverb and
ANSWERS: verb for each one. They can use paper or digital
Datasource text: new + apps, special + discount + price, reference sources for help, then check their answers
normal + download + price, amazing + app, up-to-date + with a partner.
app, online + puzzles, discount + price, amazing + 5 Alone, then pairs
images, amazing + price, incredible + app, fantastic + There are many possible adjective endings. From
app, free + minutes, favourite + movies, new + releases, the previous activities, students should be able to

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 Cambridge University Press
978-1-107-48257-9 – Cambridge IGCSE® English as a Second Language
Peter Lucantoni
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Cambridge IGCSE English as a Second Language
identify the following: -ing, -al, -ible, -ful, -y, -ious,
-ive, -ent, -ed, but there are others too. Students then
write three words for each adjective ending.
6 Alone
This activity gives students the opportunity to use
adjective + noun combinations in their own writing.
DIFFERENTIATED ACTIVITY
For weaker students, reduce the number of sentences
they need to write, or tell them to use the adjective +
noun combinations from the text in their own sentences.
For stronger students, ask them to write more
complex sentences – perhaps with adjective +
adjective + noun combinations.
D Speaking: Showing
preferences and making
suggestions (Coursebook pages 12–13)
Speaking is an important part of many English as
a Second Language examinations. In this section,
students have the opportunity to listen to and
4 use language to express preferences and make
suggestions.
1 Alone
Tell students they are going to listen to a short
exchange between two teenagers. As they listen,
they need to count how many expressions Maria
and Christos use that show a preference or make
a suggestion.
TRACK 2
Maria: Hi Christos, how are you?
Christos: Hey Maria, I’m really great, what about you?
M: Everything’s fine! Why don’t we go to the
shopping centre later? I want to see if I can
get some new trainers.
C: Yes, we could do that, but I’d rather go at
the weekend. Can you wait until then?
M: I suppose so, but why?
C: Well, I get paid for my part-time job
tomorrow, so I’ll have some money to
spend.
M: Fair enough! So let’s go at the weekend
instead. But what are we going to do today?
ANSWER: three (underlined above)
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2/3 Alone, then pairs
After listening, students look at page 188 in their
Coursebook and identify the three underlined
phrases. Then, with their partner, they think of more
ways to show a preference and make a suggestion
and add them to a copy of the table on page 13.
Do not worry about corrections at this stage.
4 Alone
Make sure students understand that giving a reason
is an important part of showing a preference or
making a suggestion. In this activity, they need to
identify the reasons given by Maria and Christos.
ANSWERS: Maria – she wants to get some new
trainers; Christos – he’ll have some money to spend
LANGUAGE TIP
This is an important tip, because it highlights the structures
used after showing a preference or making a suggestion.
Show students that there are three possibilities: phrase +
infinitive, phrase + ‘to’ infinitive, phrase + -ing.
After students have looked at the information in the box,
you could get them to close their books and try to remember
which phrases are followed by which ending. Stronger
students could work with all three endings, while for weaker
students you could allocate just one phrase + ending.
5 Pairs
Before students do Activity D5, make sure they read
carefully the information in the Top Tips box. This
gives some general advice on how to approach
a speaking assessment. You can pair students in
various ways for this activity. To support weaker
students, you could pair them with someone
stronger, but make sure the more confident student
does not dominate the conversation. You could
also give the role of the person suggesting to a
weaker student and the person responding to a
stronger student. There are no ‘right’ answers, so
allow students to speak freely without interruptions
and corrections. You can gather class feedback once
students have finished.
6 Alone, then whole class
This is quite a demanding activity, but it is extremely
useful. The purpose is for students to prepare a
short speech, which they will deliver to their class,
then respond to any questions the class may have
about the content of the speech. Allow sufficient
planning and preparation time, and provide plenty
of guidance where needed – particularly for weaker
students.
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Cambridge University Press
978-1-107-48257-9 – Cambridge IGCSE® English as a Second Language
Peter Lucantoni
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DIFFERENTIATED ACTIVITY
If you feel that some students may struggle with this
activity, get them to work in small groups (maximum
three students), made up of one stronger and two
weaker students. They could all be involved in the
preparation – writing down ideas, making a mind map,
thinking of reasons for suggestions and preferences,
and so on. The speech itself could be delivered by all
members of the group, with different students taking
on more or less, depending on their abilities. If there
are visuals to support the content, students could be
involved by displaying and/or explaining these. During
the questions at the end, a weaker student could field
(but not answer) the questions.
E Further practice
(Coursebook pages 14–17)
The Further practice activities are provided for early
finishers, as well as for extra practice in particular
skills and language. The activities in this section
are not exam-practice questions – these follow
in the final section of each unit. Use the Further
practice activities to consolidate skills and to occupy
stronger students who may finish a class activity
before others.
1 Read and answer
a 20.00
b $600
c two (Olympic pool and children’s starter pool)
d restaurant
e four (lose weight, tone up, increase your strength
or improve your health)
f initial consultation with staff
g regular reviews
h state-of-the-art machines and user-friendly
equipment
2 Investigate and write
Various answers possible.
3 Speak
Various answers possible.
4 Read and write
Suggested key words:
a minimum price
b activity
c How long
d How far / Victoria Falls
e see / hotel
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Unit 1: Focus on reading skills
f sleep / Day 2
g hotels / swimming facilities
h hotel / best
i When / animals / natural environment
j On which day / shopping
k meal / basic price
l airline
ANSWERS:
a $1999
b camping under the stars / African music and
dance / tennis / squash / badminton / swimming /
bowls / relaxing in the gardens / shopping /
cinema
c six nights
d 30 kilometres
e breathtaking waters / Victoria Falls
f under the stars / campsite / in a tent / in the
African rainforest
g Zimbabwe National and Plaza
h Koningin Hotel
i day 5
j day 6
k breakfast
l Air Zimbabwe
5 Read and answer 5
a provides information about content in video and
apps, so users can make choices
b a + 5, b + 2, c + 4, d + 6, e + 1, f + 3
c various answers possible but (i) concise = brief,
objective = unbiased, neutral, (ii) consumers =
people who buy and/or use something,
(iii) informed choices = decisions made once
something is fully understood
6 Read and answer
a phone number, home address, date of birth,
photograph, marital status, etc.
b someone else, other than the two people in a
situation
c place or position, even home address
d being put in a dangerous situation
e (i) using
Exam-style questions
(Coursebook pages 18–19)
This final section appears in every unit and provides
exam-style practice exercises that focus on the main
skills introduced and practised in the unit. These
can be used to familiarise students with exam-style
questions before they see a complete exam paper, as
well as for timed practice.
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Peter Lucantoni
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1 a nothing
b beating the traffic / having fun
c children under ten years
d under the floor
e 15 kilometres
f 4–5 hours
g built-in stand
h foot safety cut-off switch, handlebar brakes
i still use the scooter
2 a because of Aste Nagusia celebrations/festivities
b eight days and nights
c stone-lifting, log-chopping hay-bale tossing
d bus stops and street crossings painted, bright
scarves draped on statues
e more than 700 years / founded in 1300
f on the Nervion River
g two (Calle Rodrigo Arias and the airport)
h very important

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Cambridge University Press
978-1-107-48257-9 – Cambridge IGCSE® English as a Second Language
Peter Lucantoni
Excerpt
More information
UNIT 2: Focus on reading skills
Unit introduction
This unit continues the focus on reading skills,
in particular skimming and scanning, which are
important during the early parts of many IGCSE
English as a Second Language examinations. The
Coursebook unit introduction gives more details
about the unit content.
A Speaking and vocabulary
(Coursebook pages 20–1)
1 Pairs
With this type of question, there are usually no right
or wrong answers and it is worth pointing this out
to students. Encourage them to speculate, discuss
their ideas and give reasons, without fear of being
corrected if they make language mistakes. This is
particularly important for weaker students, who may
be reluctant to participate if they are worried about
being ‘wrong’ or making a mistake. The teacher’s role
here is to monitor the discussion and to guide the
feedback when students have made their choices.
ANSWERS: 1 soap opera, 2 sport, 3 news, 4 game
show, 5 reality show
2 Pairs
Give students a time limit to write a list of other
types of television programme. If you have enough
time, you could ask students to combine their ideas
into one complete list.
3 Alone, then pairs
Students work alone and decide which of the
types of television programmes from the previous
activities they like or dislike. They need to copy the
table in order to do this. Then they should discuss
their choices with a partner.
LANGUAGE TIP
Draw students’ attention to the Language Tip before they
do Activity A4.
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4 Pairs or small groups
Students work with their partner to discuss
questions a–c.
DIFFERENTIATED ACTIVITY
It is important to make sure that students understand
exactly what you want them to do in speaking activities.
However, it is even more important to provide them
with the vocabulary and structures they need to
complete the activity successfully. This is particularly
important for weaker students, who may struggle to
find the required language resources independently. In
order to support students, do a couple of whole class
examples, reinforcing the key structures that students
could use, for example It depends on … , It varies … ,
I usually/sometimes/rarely … , My friends watch the
same … , I like/dislike/hate … . Write these structures
and vocabulary on the board so that students can refer 7
to them.
For stronger students, get them to think of
additional questions to use in the activity, for example
Do you think we watch too much TV nowadays?
5 Alone, then pairs
Refer students back to Activity A2 on page 7 of the
Coursebook, in which they made a list of activities
they enjoy and don’t enjoy doing. Now for this
activity, they need to copy the table into their
notebooks and complete the first two columns for
themselves. They should then complete the third
column by interviewing their partner and making
a note of their responses. Make sure students are
confident about asking the question How many
minutes each week do you spend (doing something)?
6 Pairs
Working with a partner, students look at the graph
and answer questions a–e. In some IGCSE exam
questions, students may be asked to show their
understanding of information represented in a graph
or chart, so this type of analytical activity is useful
preparation.
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Peter Lucantoni
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ANSWERS: a Time spent by young people on
activities, b minutes per week, c activities, d left-
hand is vertical, bottom is horizontal, e the exact
number of minutes
LANGUAGE TIP
This Language Tip includes an activity for students to
complete, focusing on adjectives ending in -al and -ar, which
describe shape or position.
ANSWERS: a cylindrical, b triangular, c diagonal,
d hexagonal, e symmetrical, f three-dimensional,
g oval (egg-shaped), h spherical, i angular
7 Pairs
Students work in pairs and decide which of the
activities are represented in the graph in Activity A6.
Make sure students understand that there are four
extra activities that they do not need to use.
ANSWERS: A doing voluntary work, B reading books
and magazines, C doing homework, D doing sport,
E playing computer games, F using Facebook or
other social media
8 8 Whole class
Give students the answers and hold a class
discussion. Check if they were surprised by anything.
Find out which four activities they did not choose
and ask them why.
9 Alone
The final activity in this section requires students to
collect information and then display it in a graph or
chart. You will need to guide and support students,
particularly at the start. Make sure that they
understand exactly what the outcome of the activity
is (a graph or chart showing how much time students
spend on various activities), and explain how they
are going to reach that outcome (by collecting and
recording the necessary information, then deciding
how to represent it). Different students will produce
different variations of the outcome.
B Reading (Coursebook pages 22–4)
1 Whole class
Get students to tell you the difference between skim
and scan reading skills, then ask them to complete
the definitions.
ANSWERS: a Skim reading is useful when you want
to find the general idea/gist about something in a
text. b Scan reading is useful when you want to find
specific facts/details in a text.
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2 Pairs, then whole class
Students are going to read an internet article about
holiday activities for teenagers in the city of Denver,
USA. Check if students know where Denver is and
find out what – if anything – they know about it.
Students discuss questions a and b in pairs, after
which you should gather feedback as a class. Ask
students what type of activities they think they will
read about in the text.
3 Pairs
This is a research activity, so make sure your
students have access to paper or digital reference
sources in order to investigate the phrases. If you
feel this might be too demanding for your students,
provide some visuals to help with the meanings
of some of the adjective phrases. You could divide
up the phrases if you do not have enough time,
allocating the easier ones (e.g. hard-to-please, off-
road) to weaker students and the more complex
ones (e.g. cutting-edge, pulse-pounding) to stronger
students.
4 Whole class
Find out what students believe to be the common
link between many of the phrases (excitement)
and what they predict the content of the article
will be.
5 Pairs
This activity will reveal whether or not students
have generally understood most of the adjective
phrases from Activity B3. Students need to guess
which noun A–I best completes each phrase a–i.
Focus on the example and make sure students
understand what they need to do. In some cases,
there will be more than one way to complete the
adjective phrase.
ANSWERS:
a hard-to-please + teenager
b pulse-pounding + rides
c cutting-edge + art museum
d off-road + trails
e heart-shaking + thrills
f gravity-defying + rides
g two-for-one + attractions
h state-of-the-art + rollercoasters
i long-standing + Denver institution
6 Pairs
This is another research activity, in which students
need to find out the meaning of the adjectives, using
paper or digital reference sources. Divide up the list if
you think there are too many for students to do, or if
there is insufficient time available.
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Peter Lucantoni
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7 Pairs
This is similar to Activity B5, but this time students need
to decide for themselves what each adjective could
describe in the text. There are many possible answers –
the aim is for students to become more familiar with
and confident in using adjective + noun combinations.
Impress on students how important adjectives are
in making both written and spoken language more
detailed and descriptive. As before, divide up the list
if you think there are too many or there is not enough
time for students to complete every one.
8 Alone
Students work alone to read the text and check their
answers to Activities B5 and B7.
9 Alone, then pairs
For each question, students should identify the key
word/s, then check the words that their partner has
identified. There is no need for students to write any
answers at this point.
SUGGESTED ANSWERS:
a four activities / paragraph 1
b two outdoor activities
c How much / Denver Skate Park
d use / skateboarding
e Why / people in Colorado / Water World / summer
f How many / professional sports
g two sports / July and August
TOP TIPS
The Top Tip on page 24 highlights the fact that questions
about text content often paraphrase the words in the
text, rather than simply repeating them. This means that
students need to look carefully for synonyms of certain
words and rephrasing of particular information.
10 Alone, then pairs
Make sure that students have read and understood
the Top Tip before they do Activity B10. Then check
they understand what they need to do, and do one
or two examples as whole-class activities.
11 Alone, then pairs
Students have already been advised that while
they should keep their answers brief, they must
also ensure that they include all the necessary
information in their answers. This activity focuses
students on exactly this point, by asking them which
of three possible answers to question B9e is the best
one. In fact, all three would be acceptable, but (i) and
(ii) provide the shortest answers.
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Unit 2: Focus on reading skills
12 Alone, then pairs
Students work alone to write the answers to the
questions in B9. When they have finished, get them
to check answers with a partner. They should ensure
that answers are short, but contain all the necessary
information.
ANSWERS:
a pulse-pounding rides, shopping, visits to art
museums, sports
b skateboarding, biking (stronger students might
pick up on kayaking as another outdoor sport,
from the name Confluence Kayaks)
c nothing – admission is free
d a helmet
e to beat the heat / because of the heat / it’s hot
f seven (not eight – there are eight professional
sports team, but only seven sports are listed)
g baseball, (major league) soccer
DIFFERENTIATED ACTIVITY
For weaker students, highlight the section/s they need
to look at and remind them of the importance of the
key words they identified earlier. You could also reduce
the number of questions they need to answer, perhaps
9
removing the final two (f and g), which are more
demanding.
For stronger students and early finishers, get them
to write two or three more questions based on the text
content. They should exchange these with a partner,
then answer their partner’s questions
C Language focus: Adverbs
(Coursebook pages 24–5)
LANGUAGE TIP
Spend some time going through the content of the
Language Tip, but reassure students that they will also
be doing practice activities. There is a final question for
students to answer: The italic words are all adverbs. What
is the role of each adverb? In all four examples, the adverbs
describe or add meaning to the adjective/s that follow.
1 Pairs
This is a fun activity to start the section. In pairs,
students choose any ten consecutive letters from
the alphabet and write them vertically on a piece
of paper. Then they need to think of an adverb
beginning with each of the ten letters. Make this a
timed activity and turn it into a race.
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 Cambridge University Press
978-1-107-48257-9 – Cambridge IGCSE® English as a Second Language
Peter Lucantoni
Excerpt
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Cambridge IGCSE English as a Second Language
DIFFERENTIATED ACTIVITY
(i) Stronger students need to write two or more
adverbs for each letter.
(ii) Weaker students choose fewer letters (perhaps six
or seven).
(iii) When pairs have completed their ten adverbs, each
pair passes its words to a second pair, who have to
add other adverbs for each letter. When they finish,
once again the words are passed on and the next
pair tries to add more adverbs.
(iv) Stronger students need to write adverb + adjective
combinations.
(v) Give weaker students a bank of the first few letters
of adverbs for them to complete, for example
com… = completely.
2 Pairs
Students should not only check the spelling of their
words, but also make sure that the words they have
written are actually adverbs not adjectives (for
example lovely is an adjective, not an adverb).
3 Alone, then pairs
10
This is quite a challenging activity, and it will help
students if you look at the two examples with
them first. You could also work through the first
couple of questions orally to make sure all students
understand what to do. Explain that there are
various possible answers.
Students work alone at first, completing as
many sentences as they can. While there are seven
adverbs provided in the box for students to use, it is
fine if they want to use other adverbs of their own
choosing.
DIFFERENTIATED ACTIVITY
For weaker students, supply some of the possible
endings for them to match to the sentence stems.
Alternatively, supply verbs and/or adjectives for
students to match to the adverbs in the box, which they
then use to complete the sentences.
For stronger students, ask them to change the linking
word that appears in most of the sentences. For example
in a, change but to and and immediately a different
ending is required. Students will need to use more of their
own adverb choices in order to do this successfully.
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4 Alone
This activity gives students the chance to practise
writing their own sentences, using adverb +
adjective/verb combinations. Encourage them
(especially weaker students) to refer back to
the previous activities in this section for ideas
and help.
D Speaking (Coursebook pages 25–6)
1 Alone
The paragraph is intended as a stimulus for
students to discuss the idea of pocket money,
so do not allow too much time for looking up
unknown words or phrases. However, make sure
students have a general understanding of the
content.
2 Small groups
Put students into small groups to discuss questions
a–d. There are no right or wrong answers. Allow
students to speak freely without interruptions, but
monitor and collect examples of language – both
incorrect and correct – to feed back once they have
finished their discussions. Also during feedback,
discuss the Language Tip.
LANGUAGE TIP
The focus here is on expressions that can be used for
polite or formal requests. Make sure students notice
the different verb forms (e.g. modal + have, to have,
if I had, etc.).
3 Whole class, then alone
This activity encourages students to think about the
differences in meaning between the different ways
of saying they would or wouldn’t be prepared to do
something. Go through each expression with the
class, highlighting any areas of pronunciation that
students may find difficult. Point out how sentence
stress can help with meaning – for example Cleaning
the car is the last thing I’d do!
If time allows, encourage students to change
cleaning/clean the car for a different action, to
check they understand how the different forms
work. After copying the table, they can then write
the different forms in the correct column in their
notebooks.
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